Here in southcentral Colo, I have used Daily Language Workouts (I think that's the title) published by Great Source for years, beginning when I used to teach 7th and 8th graders and continuing today, teaching 10th, 11th, and 12th graders.
Contrary to some of the opinions posted in response to your query, I have found great benefit from this material. I don't know why such material is called "oral" when the exercises are written. Perhaps it depends on how the material is used. I do not use the activities daily, but weekly or bi-weekly, and pull materials selectively to supplement, review, or extend instruction on writing problems I see or grammar concepts that I am trying to reinforce. I always relate to week's activity to something else we are doing in language arts. Feedback from other teachers in other subject areas has proved to me that the material does help proofreading skills. The way I use the material also helps all students experience success because what one student cannot do another can, and students learn who are the classroom "experts" in various areas of grammar and mechanics. That knowledge helps peer editing and revision. The material is inexpensive and lends itself to a variety of us!
es. Any
activity that is used only to keep students busy (and I think journaling is the most overused and misused activity!) will bore students and lose relevancy.
I would be very interested in knowing what your research reveals.
Amanda Godley <[log in to unmask]> wrote:
I'm currently revising an article about a study I conducted on the use of
Daily Oral Language in a high school English class. The editors of the
journal to which I submitted my article have asked me to indicate how
widespread the use of this activity is. I was wondering if members of the
listserv could help me.
I know that Daily Oral Language (or "Daily Language Practice," as it is
sometimes called) can be found in the supplemental teacher materials
included in some of the most widely adopted high school English textbooks
(e.g., Timeless Voices, Timeless Themes, Prentice Hall; Writer¹s Choice,
McGraw Hill/Glencoe; The Language of Literature, McDougal Littell and Co.;
Elements of Language and Elements of Literature, Holt, Rinehart, and
Winston). Additionally, there are numerous Daily Language Practice/Daily
Oral Language websites and booklets available for teachers to use or buy.
The pre-service teachers in our program report that Daily Oral Language is
being used in many middle and high school English classes in our area. The
same seemed to be true when I lived in California four years ago. I'd like
to get a sense if this is true across the country.
I'd be happy to share the results of my study with anyone who's interested,
but I hesitate to do so until the article is in publishable form.
Thanks!
Amanda
*****
Amanda J. Godley, Ph.D.
Assistant Professor
English Education
University of Pittsburgh
412-648-7313
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